Introduces students to the floor and ceiling functions

Find the inverse of a composite function by finding the inverses of two functions and then the composite of these; and by finding the composite of two functions then finding the inverse. The question then concludes by asking students to compare their two answers and verify they're equivalent.

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This question summarizes the definitions of surjective and injective, and applies them to prove the existance of an inverse.

Students are given a line equation in the form y=mx+b and asked to graph it.

m and b are randomised.

The question is not auto-marked, students need to "reveal answers" to see a sample graph that they can compare to their own.

Students are given a word problem and are asked to construct a line equation, evaluate it at a given point, and graph the line.

The line parameters and the given point are randomised.

Students are shown a graph and, in the context of a word problem, are asked to find the gradient and the y-intercept, to read points from the graph, and to identify the correct equation for the graph.

Students are given a line equation (where the coefficient of y is 1) and asked to rearrange it into gradient-intercept form.

Students are given a word problem with the distance travelled and the time taken by a cyclist. They need to choose the correct form for the linear equation, compute the gradient, and plot the line.

The distance travelled and time taken are randomised.

Speed, distance and time are all integer values.

Students are shown to intersecting lines in the context of comparing the costs of services from two companies. They are asked to identify the y-intercept, the gradients, the point of intersection and are asked to interpret the graphs in the context of the word problem.

A bill (for a random amount) is divided equally between a number of people.

Students evaluate the per-person cost for a random number of people.

They then complete a table showing the cost per person for various numbers of people.

Finally they are asked to identify the shape of the graph that represents this function. They are given 2 exponentials, a hyperbola and a line to choose from.

Students need to substitute a value into an equation and solve it. The equation constant (gravity) and the value (time) are both randomised.

Students are given 2 equations of the form y=mx+b and asked to solve them using either the substitution or the elimination method. The lines are randomised but the solution coordinates are always integers.

Describe a given linear transformation as a vector in Cartesian coordinates.

Students are shown to intersecting lines in the context of a gym visiting program. They are asked to identify the y-intercept, the gradients, the point of intersection and are asked to interpret the graphs in the context of the word problem.

This question demonstrates sending commands to geogebra and getting geogebra values and using them as part of a marking algorithm.

This question shows how to load a GeoGebra applet in JavaScript, avoiding the JME functions. This allows you to do some more complicated manipulation of the worksheet than simply redefining objects.

Studnents are asked to write down equations for cost and income for a business.

They are then asked to graph the two lines.

Nursing question. Calculate drip rate in drops per minute if there are 20 drops per minute. Time given in minutes.

Nursing question. Calculate drip rate in drops per minute if there are 20 drops per minute. Time given in minutes.

Students are shown a graph that simultaneously plots cost and revenue lines. They are asked to identify the break-even point.

They are asked to give the x- and y- coordinate values.

The graph is randomised, but it is set up so that the point of intersection lies on gridlines.

Sketch a function graph by using fist and second derivatives.

This demonstrates how to construct a JSXGraph diagram in JME code.

The construction shows a triangle and its orthocentre, circumcentre and centroid. They are always collinear. You can move the vertices of the triangle.

Slightly harder introductory exercises about the power set.

Given some random finite subsets of the natural numbers, perform set operations $\cap,\;\cup$ and complement.

Converting between metres (m) and centimetres (cm). 

Round random numbers to the closest whole number, 1 to 3 decimals places. Also rounding that could show common misunderstandings.

A simple situational question about a box of chocolates, asking how many of each type there are, what percentage of the box they represent, the probability of picking one and ratios of different types.